San Joaquin

County History

History of San Joaquin County, California with Biographical Sketches - Historic Record Company, Los Angeles, CA - 1923

CHAPTER XIX

HISTORY AND PROGRESS OF EDUCATION

        ALTHOUGH Stockton, along civic lines had not progressed very rapidly, she has made splendid progress along educational lines in the erection of handsome and convenient buildings for school purposes, employing an efficient corps of teachers, and the encouragement of education in every possible way. From the earliest history of the city we find men giving their time and money for the education of the boys and girls not only in public but in religious schooling. The first attempt to establish a school was made by Charles M. Blake, who later become a geologist. To assist him in his laudable efforts, Capt. Charles M. Weber, at a cost of some $600, erected a small schoolroom on Main Street, where later was located Hale's Dry Goods Store. He was unable to establish a school, there being only a few children in the town, and went to San Jose, where he was more successful. The small school which Weber built was later used as a Presbyterian parsonage until the erection of the brick church. In the following spring, 1851, through the efforts of several liberal minded citizens, namely Edward Canavan, R. S. Ellsworth, Dr. Richard P. Ashe, and Dr. Christopher Grattan, a public school was established. Dr. William P. Hazelton, a dentist by profession, was induced to take charge of the school. The parents of children were given notice of the school by the following advertisement in August, 1851: "The public are informed that free public school is opened in the Academy building, where all orderly children, of suitable age, may receive instruction free of charge." The teacher in his report to the state superintendent said: "All children are admitted whether they pay or not, a small amount being subscribed by citizens towards defraying somewhat the expenses of the school." Dr. Hazelton, in his report to the state superintendent of instruction, John G. Marvin, said: "There are but two schools in the county and they are at Stockton." "The one under my charge was opened about a year ago. The whole number of children who have attended during that time is 116; average weekly attendance, 31; whole number of males, 76; whole number of females, 40. The other school has been open only two or three months. The teachers report eight scholars in attendance. In my school the scholars are admitted free. The result of this arrangement has been to nearly double the previous number of scholars in school; a large majority are from the Western states." Dr. Hazelton's school was of short duration as he was compelled to give it up on account of poor health.

In the meantime a Mrs. Newman an English lady, quaint but well educated, established a school in the South Methodist church and declared herself as "The Pioneer Educator of San Joaquin," and she stated "She was prepared to receive a few lady boarders." Soon after this Rev. W. G. Ganders opened a school in the Christian church on San Joaquin Street near Weber Avenue. Rev. John B. Saxton, who founded the Baptist church, married a former schoolteacher, and his wife brought with her from the East a number of school books, with the idea of opening a private school, and in March, 1853, she announced: "The subscriber wishes to inform her friends and the public that she will open a select school for young ladies in the Baptist church on Monday, the 4th of April next. From her long experience in teaching and the fact that only a limited number of pupils will be admitted she hopes to give entire satisfaction." Three months later Mrs. Clara F. Woods, the wife of Isaac Woods, a brother to the pastor of the Presbyterian church, announced "a select school of young ladies" in the new school room on the north side of the slough, in which the usual branches of the English language will be taught. In the meantime the public free school was established and Mrs. Woods was induced by the school trustees to give up her private school and take charge of the girls' public school. Her private school was then continued by Miss Mary Kroh, the eldest daughter of the Rev. Henry Kroh. After a time Mrs. Woods resigned and Miss Kroh was induced to fill her place. The pioneer schoolhouse, where now the Washington school is located, was vacant until 1855, when Miss Sarah Hutchinson announced, "A select school will open this morning, August 1, at 9 o'clock in the building formerly occupied by Miss Mary Kroh for a similar purpose."

        In the earlier days there was a tendency among some of the Christian denominations to establish sectarian schools, and the Presbyterians opened a school in the church in August, 1852, and called it the "Stockton Female Seminary." The trustees, C. G. Rynerson, C. W. Phelps, Henry A. Crabb and Samuel C. Grove, were all Presbyterians. The Methodists then established a school for boys under the name of the "Stockton Academy." The school was located at the corner of Market and San Joaquin streets, where the Lafayette school was located. The Stockton Academy was soon moved to Sutter Street and girls were then admitted to the school. Many of the better class preferred to send their children to private schools because of the bad repute for several years of the public schools. The children of the public schools were composed. of all classes, American, Irish, German, Jews and Mexicans. There were at the time no Japanese in the city. Many of these families were dirty and filthy, and the children were no better; they would lie, steal, use vile language, scribble on the walls and send obscene notes to the girls. It was not surprising that many parents sent their children, especially their girls, to private schools or seminaries. Another class, anxious to educate their children, permitted them to select their own schools, and the writer attended the public school, and Collins and Van Doren's seminary all within the space of two years. As there was a change of books, teachers and classes in each school a scholar did not make much headway. The first seminary in the county was established in the Henrietta House, the locality later being known first as Collegeville and now Eight Mile Corners. The announcement declared, "The first session of the San Joaquin Female Seminary will commence the first Wednesday in October, 1855, under the direction of Mr. D. A. Morris. It is located on the road leading from Stockton to Mokelumne Hill, in a retired and healthful location, and is a comfortable and pleasant home. As this is the only female seminary in this section of the State, it should be well patronized." This college was in existence as late as September, 1867. The proprietor stating that "The San Joaquin College, situated on the Mariposa road, eight miles from Stockton, is proverbial for the salubrity of its climate. The faculty consists of the following: Rev. John Wheeler, president; J. J. McConnell, H. Z. Morris, A. B.; L. R. Chalmers, M. D.; Mrs. N. J. Miller and Mrs. M. Neumiller, teachers. Thirty pupils are now enlisted and twenty more will arrive in a few days."

The Stockton Female Seminary

        In September, 1858, Dr. Cyrus Collins, a Maine Yankee, conceived the project of founding a seminary where the scholars might have the advantage of an education higher than that taught in the public schools. He interested in the project as trustees such reputable citizens as Dr. E. S. Holden, B. W. Bours, P. Edward Connor, Jeremiah Sarles, Dr. Christopher Grattan and Andrew Wolf, Austin Sperry, John M. Buffington and Henry H. Hewlett. Purchasing the block of land on which is now located the Congregational Church and erecting a two-story brick building, he stated, "The edifice is new and built especially for this purpose." During the high water there was a running stream through the southeast corner of the block into McLeod's Lake, and on the same ground there was a pretty grove of small oak trees. The first session of the school was opened in March, 1859, for a five-month term ending in July. For a term the fees were: "Board and room, tuition, English branches, $150; tuition in common English, $30 ; with natural science and higher mathematics, $40; piano or guitar, $50; ancient or modern language, $25; drawing and painting, $25; boarding pupils must provide their own bedroom furniture. At the end of the term a two days' examination was held and a visitor stated that "much proficiency was displayed by the young ladies in the higher branches as well as in the ordinary studies. The examination will continue today and it is hoped that Dr. Collins and his lady will be greeted by a large number of visitors." On that evening the young ladies gave a ball in the school room, for the purpose of obtaining money to purchase a school library. The officers of the seminary library association were Mary Buffington, president; Maggie McLellan, vice-president; Mattie Sanders, secretary, and Sarah Hammond, treasurer; Mary Patrick, librarian. The membership fee was one dollar or books equivalent to that amount. In time they "collected quite a goodly sized library." Dr. Collins and his wife conducted this seminary until 1861. At that time he was elected county superintendent of schools, in the Republican sweep of that year, and the seminary was leased to Dr. William Van Doren.

        William Van Doren was a professor of mathematics in Wentworth College, Missouri, but was compelled to leave the state because of his Union proclivities. Coming to California he first located in Napa, but, hearing of Dr. Collins' seminary, he came to Stockton and leasing the building advertised, "The Stockton seminary lately occupied by Dr. Cyrus Collins would be opened on Monday, March 2, 1863, as a first class boarding and day school for young ladies and boys." Under his management this seminary became a historic building of national importance because of the fact that Thomas B. Reed, later speaker of the House of Representatives was for a few months one of the teachers. Reed, a graduate of Bowdoin College, Maine, came to California looking for work. How he came to visit Stockton and met Dr. Van Doren I know not, but he was engaged to teach mathematics and Latin.  He was a big awkward fellow about twenty-two years of age, big head, hands and feet and homely. The girl pupils began making fun of him the first day he entered the school room. It was his custom to open and read his letters during school hours and well do I remember St. Valentine's day, '64, I think it was, Reed began opening his letters, the girls watching him. Opening one letter, he turned red in the face and quickly tore it up and threw it into the waste basket, while throughout the room the girls snickered. It was a comic valentine of a teacher in school. Reed was very hot tempered and so bashful that he scarcely ever spoke to one of his girls outside of school hours, and, as I have stated, he was the butt of many jokes. He taught school a few months only and then, resigning, began the study of law in one of the Stockton law offices. He at that time had some kind of political pull, for, returning to the East, we learned that he had been appointed a clerk in the Washington Navy Yard Department. After that he was elected to Congress and finally became speaker of the House, ruling it for several years with a dictatorial hand. The Democrats tried in every manner possible to dethrone him, and Reed was known throughout the country as "Czar Reed." He never forgot Stockton and whenever a Stocktonian visited Washington he was treated with the greatest courtesy. When Marion De Vries was elected to Congress in 1896 Speaker Reed was very courteous to him, although a Democrat, because he was from Stockton, and materially assisted the Stocktonian in obtaining his first government position. Resigning at the end of the school term, June, 1864, Reed suggested that Professor Van Doren send East and engage as a teacher William E. Green. He arrived in Stockton before the opening of the fall term and Professor Van Doren announced that the fall term of the school would open September 4, 1864, with W. E. Green as teacher of mathematics, Mattie and Mary Van Doren as teachers of the English branches; Nellie Whitney, then the organist in the Episcopal Church, as teacher of piano, and Professor Wilson, teacher of vocal music. William Green was the exact antithesis of Reed. He was tall and slim, cool and calculating and a good disciplinarian. It took him several weeks to discipline his pupils, but he succeeded. I know, for he stood me up in the corner of the schoolroom one day, facing the wall. Greene taught school about a year and then began studying law with John C. Byers. He then was nominated for county judge in 1867 on the Republican ticket, and, was elected. Marrying Isabelle Webster, one of his former pupils, he removed to Alameda County. He was elected a county judge and remained in office until his death about twenty years later.

Dr. Hunt's Seminary

        Dr. Hunt, an ordained Methodist preacher, taught school for many years in the South. He was opposed to slavery, however, and in 1859 came to Stockton from Tennessee. He purchased the block of land cornering on the northwest intersection of El Dorado and Park streets, and erecting a two-story brick building opened "Hunt's Female Seminary." The school was in a prospering condition for several years, but improvement in the public schools, and the coming of the Central Pacific Railroad caused a loss of scholars and in 1873 the school was closed. At that parents began sending their girls to Mills Seminary in Alameda County, others going to the State University. Several of the Episcopalians sent their boys to a sectarian military school at Benicia. Dr. Hunt, beside teaching school, raised fruit, and he had a large number of fruit trees in the block. The trees were watered by a singular contrivance at the corner of El Dorado and Park Street. There was considerable water in the channel left over from the winter and spring freshets, and by small revolving buckets he would lift the water by turning a crank and it would flow into the water troughs and be conducted to any part of the garden. Soon after the closing of the school Mr. Hunt died and the block was sold and cut up into building lots. Charles Belding, the soda manufacturer, purchased the property, and building a handsome residence on El Dorado Street, used a part of the seminary building as a stable.

St. Agnes Academy and Catholic Schools

        The first Catholic school was on the corner of Sutter and Lafayette streets, St. Clair Lever being the teacher, but it failed for want of patronage. In 1865 a second school was opened with Mary O'Donnell as teacher. In this school was Seraphine Bosche, formerly one of the brightest pupils in M. J. Ryan's class in the public. In later years she became very devout and in August, 1878, she entered St. Catherine's Convent at Benicia. In 1884 a boys' school was contemplated, and at Father O'Connor's solicitation four Brothers came from Dayton, Ohio, to take charge of the Brother's school. In the meantime, the old Catholic church was remodeled and fitted up as a school and Brothers' residence and in August, 1884, it was dedicated and consecrated by Bishop Riordan. In the morning he performed high mass, with Professor Dohrmann at the organ, Lottie Crawford of St. Patrick's Church, singing the Ave Maria. In the afternoon the school was dedicated at its close, the Bishop giving a scholarly address on the Catholic view of the school question. Some years ago the old Catholic Church was torn down to make room for a two-story brick building. It was erected on the church property facing San Joaquin Street and the building is used as a boys' school, with Weber hall in the north end of the second story. Eight years previous to the establishing of the Brother's school, Father O'Connor planned the establishing of a girls' academy, with Sisters of Charity in charge. Captain Weber was approached upon the subject and as he was then tearing down the old Corinthian building all the available lumber was hauled to the proposed site of the new academy building. A number of the Sisters were sent to Stockton, and they collected the necessary building fund, $20,000. The building was finished in due time and St. Agnes Academy was dedicated and consecrated March 17, 1876. In the morning there was high mass, the Stockton cornet band taking part in the musical service. Immediately after mass a procession was formed and the Ancient Order of Hibernians, led by the band, marched to the building near the Santa Fe depot. The building was consecrated by Bishop Alemany. The location of the school on the corner of San Joaquin and Taylor streets was quite satisfactory until 1896. Then came the Santa Fe Railroad, and the constant din of ringing bells and the blowing of whistles made it a very undesirable place either for a schoolroom or a place of residence for the Sisters. In 1913 a quarter of a block of land was purchased on the corner of San Joaquin and Park streets and a handsome school building was erected at a cost of $60,000. Some two or three years ago an adjoining building was erected, adjoining the school on the south as a residence for the Dominican Sisters, who have charge of the academy.

State Public School Law

        The constitutional convention of 1849 provided for the establishment of a system of public schools by the legislature by which a school should be kept open at least three months in each year in each district. It also provided for a revenue from the sale of school lands. School lands at that time were of no value and none were sold, and John G. Marvin, state superintendent, said in his report, "The legislature of 1851 made no provisions for the support of schools. The following legislature, that of 1852, made a provision in the revenue law that five cents of the thirty cents tax imposed on each $100 of property should be set aside for the benefit of the public schools." The law also declared that in incorporated cities, the public schools should have a continuous session of at least three months before receiving state assistance. San Francisco and Sacramento at once took the benefit of the act and established public schools.

Organization of Public Schools

        The movement for a system of public schools in Stockton was started in October, 1852, by V. M. Peyton, who may justly be hailed as the Father of the Stockton schools. The city charter provided that the city council should have charge of the public school affairs and they conducted the schools, through a board of education appointed by them for several years. The board of education now are elected by the votes of the people and they have full control over all school affairs. V. M. Peyton, who at that time was a member of the Council, was very enthusiastic over the question of schools, and he endeavored to persuade his fellow-councilmen to establish public schools. They were unfavorable to such actions because there was no money in the treasury for school purposes, and the school law required that a school must be maintained for three months before it could receive state assistance. Finally Mr. Peyton put his hand in his own pocket and drew forth a slug and throwing it upon the table he exclaimed, "There is $50 to start this thing." His fellow-councilmen, not to be outdone in generosity, each contributed a like amount and $500 was the result. They appointed a committee to obtain contributions from the citizens and another $500 was soon obtained. The next question was "Where will we get teachers ?" After considerable persuasion, Rev. W. G. Canders agreed to take charge of the boys' school and Mrs. Isaac Woods, agreed to give up her private school and take charge of the girls. All arrangements were completed and February 26, 1853, the following notice appeared, "The Stockton City free schools will commence their first session Monday, February 28. The male department at the Stockton Academy in the Presbyterian Church under the charge of the Rev. W. G. Canders. The female department will be in charge of Mrs. Isaac (Clara F.) Woods in a room near the second Main Street bridge." This room was in the second story of a wooden building where now stands the Wilhoit building on Main Street. For some reason, probably for want of teachers, the schools were not opened until Tuesday, March 1, 1853. The schools were established under an ordinance drawn up by V. M. Peyton, which provided for the appointment of a census marshal to report November 1, and the appointment also of a board of school commissioners to have charge of the schools, selecting teachers, providing schoolrooms, and other matters. The council appointed the Rev. J. W. Kelly, pastor of the South Methodist Church; V. M. Peyton, a merchant, and Dr. George A. Shurtleff, as school commissioners, and Dr. E. B. Bateman as city school superintendent. In September the board of commissioners reported to the common council as follows: "The first quarter has expired under the most favorable auspices, the male department, under the direction of Dr. Canders, and the female department, during the first quarter under the direction of Mrs. Clara Woods and for the second under the direction of Miss Kerr. The average attendance in each school has been from thirty-five to forty, making in the aggregate about eighty scholars who are attending school." The teachers at that time taught school more from a philanthropic rather than a money standpoint. In the girls' school the principal received $150 and the second teacher $100 per month. Dr. Canders also received $100 per month, "but the teachers of both schools," said the superintendent, "have agreed with the board to wait until the expiration of the present year for their salaries. At that time they will be entitled to the pay of two quarters." There was at that time in the school treasury $37.90 in coin and $350 in scrip worth about 50 cents on the dollar. They owed $166.50 for salary and schoolroom rent. The council, meeting in the city hall for the first time January 3, 1854, received a report from the state superintendent that there was in the state treasury $1,677.99 to their credit from the school fund.

        The individual who has no standard from which to judge the improved conditions in which he may be living cannot fully appreciate the comforts and conveniences he may enjoy. So with the school children of today, who are instructed in handsome architectural designed buildings in large well-lighted and well-ventilated schoolrooms, and with every modern convenience, they cannot have any conception of the school buildings in which their parents and friends were taught their A, B, C's. The Stockton Academy, noted in previous pages, stood on Market and San Joaquin streets, later the site of the Lafayette school. It was a one-story cloth and paper building, suffocating in summer and cold in winter. There was not a shrub tree or blade of grass about the place, not even a fence to keep out the dogs, cattle and hogs that then roamed over the city. The conditions were somewhat improved in July, 1854, by the council ordering that a board fence be constructed around the school grounds. At this time the school was occupied by the boys' department, the girls' school being in a little room on Main Street in the second story of a dwelling house. The city was rapidly growing and the number of children increased so fast that it became necessary to obtain more room for the girls' department.

        The council committee on schools reported: "That they had visited the school and found the room now occupied by the female department entirely inadequate to the purpose and that the building being occupied by the male department being situated on the street is subject to many inconveniences, but think it may be removed to answer." As the result of this report the girl's school was removed to the academy building and a new schoolroom rented for the boys. The cheaply constructed building soon became unfit for use and Mrs. Jessie Ryan Hollenbeak, in describing it in her "History of the Public Schools of Stockton," said: "The building was of the '49 order of architecture, a flimsy structure containing two rooms separated by cloth partitions, through which noise of one classroom passed to the next, and which were the source of much amusement to the pupils because they could thrust pins through into the next room." Mayor Bours, in his farewell address, 1859, said: "During the past year a beautiful and commodious school house has been erected for the boys. It is to be hoped that a similar or better building will soon follow for the girls." The board of education in March, 1863, reported to the council that the building occupied by the intermediate schools, corner of Market and San Joaquin streets, was totally unfit for the accommodation of the children, "as the roof leaked in several places and the rooms are small, unhealthy and overcrowded, 140 children being taught in two rooms. The primary school, corner Weber Avenue and San Joaquin Street, is even worse crowded, as in a room 18 by 20 feet seventy-five pupils are huddled." The old building remained in use as a school until 1864, then some public-spirited individual set fire to the old rat trap and it was destroyed.

Stockton's First Public School Building

        The girls occupying the Academy Building, two rooms were rented for the boys in the McNish Building, corner of Hunter and Channel streets. This building had previously been used as a courthouse, lawyers' office, a printing office and a jail. It was not a very suitable place for a school, as adjoining the building the forty or fifty hogs and pigs belonging to the Magnolia Hotel, fighting and squealing, constantly disturbed the recitations of the scholars. The location was so unpleasant and unsanitary that the matter was referred to a council committee who reported: "The present location of the schools is a disgrace to the city, an outrage on the community. We recommend that the council abolish the entire system or provide at once a suitable building for the comfort and health of both teachers and scholars." This severe criticism was unjust for as a matter of fact the city at that time had no money to build school buildings. The boys' school was then removed to a two-story building, corner of Market and Sutter streets, now the site of the Masonic Temple. The building had been used as a lodging house overhead and a blacksmith shop on the first floor. To reach the second story of the schoolroom the scholars were compelled to climb rickety stairs outside of the building. In cold weather it was almost impossible to keep warm, so many were the cracks and crevices. The boys' grades were taught in this building about a year, when they were removed to a building at the corner of Main and Sutter streets, which had formerly contained a butcher shop in the first story and a lodging house in the second story. This building also was condemned by the general public. "For a long time the board of education discussed the building of a schoolhouse and in August, 1858, they concluded that they had sufficient money and by a vote they selected a lot on Center and Washington streets as the location, and October 14 work was commenced. The building then constructed still stands on the Franklin school lot, having been in constant use up to 1900. It was a substantial building of brick, two stories high and containing two large rooms as well as cloak rooms, a model building for that time. With the completion of the building, the public schools were housed beneath a roof of their own. The joy of the event was considered worthy of a public demonstration. On February 25, 1859, the change to the new building was made amid much rejoicing, the boys to whom the good fortune fell of occupying the new building, marched to their new home headed by the Stockton Cornet Band, which had volunteered their services for the occasion. At the school, the boys were received by the board of education and appropriate exercises followed, in which the president of the board and the mayor of the city made addresses.

        The first boards of school commissioners were compelled to employ as teachers such persons as would accept the positions, regardless of their qualifications. Dr. W. G. Canders, a Christian minister, was a bachelor, and lived in the rear of the church, cooked his own meals, taught school five days in the week and preached on Sunday. He was a sick man and in August, 1856, he died of consumption. His associate, who taught the boys' primary school at the same time, was L. C. Van Allen. He resigned, bought out a book store, years later owned by Sidney Newell, and in 1859 was elected county superintendent of schools. In '54 the school commissioners called for proposals for teaching the public schools from February 1, evidently seeking any teachers at the lowest price. One of the best teachers of the boys' grammar school was Levi P. Felton, graduate of Massachusetts College. He taught school during the day and then remained up late at night posting up the books of the Baldwin & Sperry Flour Company. He finally resigned his position as teacher, and was succeeded by J. C. Carleton. In a newspaper article Carleton lampooned some of the higher ups of the town, calling them "stiff necks" and then he was called upon to resign. He was an excellent Spanish scholar and gave lessons in Spanish after school hours. In order to fill his place the board advertised for a teacher and the successful applicant was M. J. Ryan of Woodbridge, a graduate of Georgetown College, Washington, D. C. At that time there came an improved condition in the schools, caused by an election of a Republican council. They appointed as school commissioners men of ability, Charles Belding, George W. Tyler and Henry S. Sargent. They required all teachers applying for positions in the schools to pass an examination, and M. J. Ryan passed a rigid examination in all of the branches. Ryan "queered" himself in less than a year by kissing one of his pupils in the schoolroom during recess. He immediately tendered his resignation. It was accepted and a Mr. Holden appointed in his place. One of the teachers before this time was W. T. A. Gibson. He was a shiftless person with no education, and frequently would go to sleep, but the boys who woke him up would get a good strapping.

        Dr. Canders punished the disobedient scholars by tapping them over the knuckles with his cane. Van Allen used a strap, slapping the hand. Felton had a thick piece of leather about eighteen inches in length and two inches in width, and taking them into the side room—he was a young giant in strength—he would take the boy across his knee and use the strap good and plenty. One dose was usually enough for a pupil—I got two. How that boy would yell, and what a thrill it would send amongst the pupils in the room. For poor recitations, Mr. Felton compelled the pupils to remain after school and study the lesson or to recite it the following day. A very conscientious teacher, he would often punish himself by remaining from one to two hours after school to hear recitations. On the other hand the studious pupil with perfect lesson would be dismissed a half hour before the close of school. Dr. Kirkland, another pioneer teacher of the boys, was an eccentric Scotch clergyman. Short and heavy built, he would walk along the streets, wearing his tall beaver hat, with the swing and stride of a prize fighter. In school he would stride quietly along the aisles during study hours, and finding any boy in mischief he would slip up and snap his ear. As time rolled on, there was a large increase of children and teachers. The strap or ferrule was still in use as a means of punishment and some teachers used no judgment in punishing their pupils. The board of education passed a law that no pupil should be punished except in the presence of another teacher. Then the law was changed and the principal punished the disobedient scholar. Sometimes the parents very unwisely carried the case into court when they thought their child had been overly punished. One of such cases occurred at Linden. A teacher named Hammond was charged with having whipped Frank Wasley, one of his pupils so severely with a long leather strap as to bruise and blacken the flesh. The father, Thomas Wasley, complained to the trustees—A. A. Smith, Dr. Hall and Mr. Thomas—and requested that the teacher be discharged, but two of the trustees refused to act. Wasley then had Hammond arrested for assault and battery and tried before Justice Frank T. Baldwin. He was found guilty and fined $20 and and costs, $100. He refused to pay the fine, and, his lawyer carrying the case to the county court on habeas corpus proceedings, he was discharged by Judge H. B. Underhill. On October 7, 1878, Charles M. Kenniston, principal of the Franklin school, was tried in the police court on the charge preferred by Mrs. Arrivey. The battery consisted in whipping her son, Frank, for striking another pupil with a glass bottle. Mr. Kenniston was immediately acquitted by the jury. In the '70s there was a pretty tough set of boys attending the Jefferson School on Weber Avenue and another set loafing around the building. They were not as tough as the Center Street school­boys in the '50s, for two of them carried revolvers and some of them carried bowie knives. The Board of Education held a special meeting one evening to adopt or reject a petition signed by fifteen parents, whose children attended the Jefferson School. They requested that J. P. Lillie, a former principal, be reinstated, "as he is the right man in the right place, being the only one for years past who has shown the ability to control the unruly element in that neighborhood." By a vote of 4 to 2 they refused the prayer of the petitioners (December 12, 1876). Later Hugh McNoble, the attorney, was placed in charge of the school and by a little judicious handling he soon quieted affairs.

        Mr. Felton's hobby was Colburn's arithmetic and a thorough recital of the multiplication table to 13s. He required us to repeat the tables forward and backward by the watch and answer as quick as he could call the number. It was a splendid drill, and today the writer will repeat any table as fast as he can talk. He was also very thorough in the study of geography, and every pupil was expected to answer any question in the book as to states and capitals, principal towns, locations, productions, boundaries, etc. Kirkland, who was a fine Latin and Greek scholar, insisted above all things the proper use of verbs. A pupil, holding up his hand, would ask Mr. Kirkland, "Can I go out?" With the emphasis on "can" he would answer, "You can go out, but you may not." In a very few lessons the pupils got that auxiliary verb correct. A. H. Randall's hobby was the "reason why" in mathematics, and made the pupil demonstrate by proof regardless of the rule that his answer was correct. Mr. Randall's education, when he took charge of the grammar school, was quite limited and, says George Ladd, he studied the lessons ahead of his classes. Mr. Randall was elected to his position early in 1867. The board of education met in the grammar school, Lafayette Building, one evening, and the secretary, Sidney Newell, read the names of applicants for teachers' positions, among them that of A. H. Randall, who had been teaching at French Camp. Mr. Charles Belding moved that the board proceed to elect a teacher for grammar school, remarking: "We can throw him out if he doesn't fit the bill." He then placed in nomination Mr. A. H. Randall, and he received the unanimous vote of the board, taking his position March 11, 1867. Mr. M. J. Ryan's hobby was system, and he was the first teacher to systemize his class work. The following schedule shows the studies and the time of recitations in his schoolroom in 1862. The method was soon adopted in all of the schools. Fourth reader, 9 to 9 :20; history to 9:40; mental arithmetic to 10; spelling to 10:15; writing to 10:30; recess to 10:45; English grammar, 10:45 to 11 :05; Monday and Wednesday, algebra to 11:35; geography to 12. Afternoon, first arithmetic, 1 to 1:30; second arithmetic, 1:30 to 2; English grammar to 2 :15; recess to 2:30; singing lessons Monday and Wednesday, 2:30 to 3:30. Natural philosophy, Tuesdays and Thursdays, 1:30 to 2:50; rhetoric, Tuesdays and Thursdays, 2:50 to 3:10; philosophy, Tuesdays and Thursdays, 3:10 to 3:30. Latin and geometry recitation after the close of school. That Stockton has ever had the best of teachers is evident from the fact that many resigned to accept higher positions at a higher salary in other county schools. S. G. S. Dunbar, who for eighteen years had been teaching in the public schools, resigned to accept a position in the Durant school, Oakland, and he is still teaching in the Oakland schools. Two other Stockton teachers followed him—S. D. Waterman and S. P. Crawford—and they also engaged in school work until pensioned from old age. "The board of school directors of the State Normal School offered Prof. A. H. Randall $3,000 a year to become principal of the State Normal School. Mr. Randall was the first principal of the Stockton High School, and he always has been highly esteemed as a man and an educator" (June 2, 1892). The salary was high at that time and Mr. Randall accepted the position and was principal for several years. Now, waiving time, Mrs. Edna Orr James, a proficient teacher in the Stockton school, is now in the Fresno Normal. F. C. Meyers and W. S. Rise, teachers of drawing, both left the city schools to accept positions in the State University. John F. Cooper, from the high school, went to a prominent position in the Berkeley schools. Mrs. Rose V. Winterburn went from the city schools to the Los Angeles Normal, and others might be named who left the Stockton schools for higher positions in other cities.

        At the end of each school term public examinations would be held and the parents and friends invited to attend. The teacher would examine the classes in arithmetic, geography and other studies and then invite those present to ask any questions of the pupils regarding their work during the term. In some of these examinations an evening entertainment was given at the close and at an entertainment given in the city hall by L. C. Van Allen's primary grade one youngster created the sensation of the evening. His lisping of the word Demosthenes in the lines beginning, "You'd scarce expect one of my age," so pleased the audience that the men stamped their cowhide boots upon the uncarpeted floor and yelled. Thunder was no comparison, and the orator, screaming with fright, was taken from the platform. It was his first and last appearance upon the stage. The hall was crowded with men, principally, many of them in red shirts with their trousers inside their boots and without coats or vests. On the front seats sat the parents of the little actors. I give the full program, for some of these children are still living in this country—grandfathers and grandmothers: Song by the children, Oration, "America," Sam Norton, Speech. "The Wide West," Samuel Zacariah. "What an Excellent Thing Is Knowledge," Thomas Dillon. "Storm Zephyrs," Charles Ford. "Contrast," John Minges. "California," Ed Curry. "Rolla's Address to Pizarro," Joe Scott. "Water As a Beverage," Alfred Parker. "Creation," Louis Miller. "What I Hate to See," George Wadsworth. Invitations were given to the press by the Board of Education and in November, 1857, the editor of the Republican said, "We attended the examination of the female school under Miss Thomas. They were examined in natural philosophy, arithmetic, music, etc., and she was presented by her pupils with a rug by Mary Blackman, an embroidered coat by Mary Bromeisler and a pair of china vases by Amelia Mersfelder. In 1859 the same editor reported that "there was a pleasant time among the scholars of the public schools yesterday. In the morning Messrs. Gibson and Thaxton gathered their flock together and providing a good supply of fruits they let the youngsters loose upon them to eat their fill." This was in July and fruits were not plentiful as now. The girls and boys were taught in separate schools at this time, and "the girls assembled in the afternoon and with their teacher entertained their parents and friends with an excellent program and a collation. Mr. Peyton, in behalf of the scholars, presented the teacher, Miss Lucy Groves, with a handsome ring."

        In the grammar school, there hung upon the walls several axioms, one "Knowledge Is Power" and another "There Is No Excellence Without Great Labor," and some of the teachers gave prizes for the best work of their scholars. At the end of the November term one year in Dr. Gibson's school, prizes were given for the best scholarships. Richard Chadd received three prizes, being the best in arithmetic, spelling and writing. Charles Ray won the prize in reading, Charles Williams and Fred Pennington, arithmetic prizes. George Tinkham, Frank Peachy, Charles Ford won the prizes in spelling. At the close of the contest the scholars presented their teacher with an elegant bound copy of Tupper's works. It was customary to have spelling matches every Friday afternoon after recess. It was the time also for speeches, recitations, essays and dialogues. In 1867 the custom of giving prizes for the best scholarship was abolished, and the percentage system was adopted by the board of education. The innovation was introduced and tried out in the Lafayette Grammar school by A. H. Randall, who two years later organized the high school.

        History is the record of the customs, manners and social life of a people as well as their political life, and I am writing of many events and customs of early day because life then was so different from the life of the present. It was the custom at the death of a pupil of the public schools for all of the scholars to attend the funeral. The father of the girl, Thomas Scott, was a whip and harness maker on Main Street near El Dorado, afterwards Cunningham's shop. As a sign Scott had a big whip hanging outside the door. It was twelve feet long and about three inches thick at the butt end, and when a boy, oh, how I longed to possess that whip. My topic, however, was the death of the daughter, Mary Jane, at the age of thirteen years, of consumption. She was a pupil of the grammar school and on the day of the funeral, all the school children assembled and marching to the home, still standing, then outside of the city, on Poplar between El Dorado and Hunter, they followed the hearse to the city cemetery, the block east of the Western Pacific depot, and standing around the grave they sang, "Sister, thou was kind and lovely, Gentle as the summer breeze, Pleasant as the air of evening, When it floats among the trees." In these days typhoid fever carried hundreds of persons throughout California, and one of its victims was Louis M. Hickman, the son of ex-Mayor Hickman, a wealthy landowner and wheat grower. A graduate of the high school in 1881, he later attended the University of the Pacific. He was an especial favorite among the young people and the Presbyterian Church was crowded long before the arriving of the funeral cortege. The altar of the church was literally banked with flowers, and a monogram, L. M. H., also in white flowers rested upon the front of the pulpit, and the coffin was covered with them. After scripture reading, a prayer and a hymn by the choir comprising Gertrude Noble, Mrs. F. C. Gifford, George Ladd, and William Belding, the pastor, J. M. Schofield, delivered an eloquent sermon from the readings from II Samuel, "Oh my son Absalom, would that I had died for thee." The funeral procession was one of the largest ever seen in the city, the hearse being preceded by the Stockton Rifle Cadets of which young Hickman was one of the organizers and the first captain. On either side of the hearse walked the pallbearers, Professor Flourney of the College of the Pacific, Eugene Grunsky, Charles Littlehale, Bert McKee, R. W. Henderson, and Frank West.

The First School Piano

        In November, 1856, at the close of the school examinations a school exhibition was given in the Stockton theater for the purpose of purchasing a piano for the girls' grammar school. The exercises began with introductory remarks by Jerome Stockwell. Dialogue, "What I Love Best"—Maggie Buffington, Ada Parker, Lizzie Sargent, Mary Bromeisler, Amelia Mersfelder, Mary Newell. Declamation, "Supposed Speech of John Adams"—Master Alonzo, Hatch Fisher. Song, "Moonlight Chorus"—Sung by the First Class of female grammar department. Dialogue, "Baron von Klingenberg"—Capt. Cheston," Master Robert Fisher, "Mrs. Albina Creston," Miss Lucy Lord; "Miss Mertilla Cheston," Miss Cecilia Henderson; "Aunt Quimby," Miss Mary Lording; "Mr. Smith," Frederick Fisher; "Miss Turretiville," Miss Ellen Meader; "Miss Lybrand," Miss Mary Buffington; "Mr. Simington," Master Jerome Stockwell; "Baron von Klingenberg," Samuel Mitchell; "Mrs. Blake Bentley," Miss Emma Coates; "Miss Bentley," Miss Annette Parker; "Mr. Beverly," Alonzo Fisher. Declamation, subject, "Address to Lafayette" —Master Frederick Fisher. Song, "Chickadee­dee"—Maggie Buffington, Ada Parker, Emma Davis, Mary Davis, Esther Blackman, Mary Newell, Amelia Mersfelder, Mary Bromeisler, Hannah Levi. Dialogue, "The Broken String" —Esther Blackman, Amelia Mersfelder. Declamation, "Emmett's Defense"—Master Samuel Mitchell. Song, "Hazel Dell," Mary Davis, Ada Parker. Declamation, subject, "Our Country"—Master Jerome Stockwell. Dialogue, "Uncle True"—Robert Fisher ; "Willie Sullivan," Benj. Barner; "Gerty," Esther Blackman; "Mrs. Sullivan," Anna Walls. Declamation, "The Mother's Anger"—Frederick Fisher. Dialogue, "The Hard Name"—"Mrs. Smith," Ellen Meader; "Mrs. Jones," Mary Vobe; "Mrs. Brown," Annette Parker; "Betty," Mary Buffington; "Miss Vinegar," Mary Loring; "Miss Willowbough," Cecilia Henderson. Declamation, subject, "Extract from Speech of Webster"—Master Robert Augustus Fisher. Dialogue, "The Lost Maiden"—Robert and Frederick Fisher. Parting Song—By the School. At the close of the performance Mr. Peyton stepped forward and stated the object of the exhibition. As soon as the object was announced a silver shower occasionally interspersed with a golden flake fell upon the stage and it was kept up for nearly ten minutes. The children had a good time gathering up the money and enjoyed the sport greatly. Nearly $700 was received and in this manner the first piano was purchased. The Amelia Mersfelder mentioned in the program is Mrs. Louis Gerlach of this city. Ada Parker became the wife of N. M. Orr of the Stockton Independent, the mother of Mrs. Edna Orr James. Annette Parker was the daughter of R. B. Parker and became the first wife of the late P. B. Fraser. Mary Davis was the late Mrs. E. R. Hedges, and her sister, Emma Davis, became the wife of George Melone and the mother of Captain Melone, Gilbert Melone and Otis Melone. Hannah Levi became the wife of the late Julius Cohn. Anna Walls became Mrs. Henry Barricklo, and Ellen Meader married James Littlehale, at that time first cashier and one of the organizers of the Stockton Savings and Loan Society. Cecilia Henderson was married to William Gray, of Gray & Hickman, early day merchants of this city, and was the mother of Frank Gray, a hotel man of Sacramento. Jerome Stockwell was the son of the late E. R. Stockwell and a cousin of Andrew Mosley of San Francisco. Esther Blackman was the daughter of a clothier and A. H. Fisher was the son of one of the owners of the Fisher stage lines running into the Southern mines.

        The holidays of the public schools in the '50s were few in number and far between. The school had no holidays on Washington's birthday until 1859, but the spirit of 1776 was alive amongst the boys. On the afternoon of February 22 a National salute and procession were advertised, and the older boys of Mr. Ryan's school on Center Street rebelled at the idea of study on such a patriotic occasion. A school yard consultation was held among the leaders, the eldest not over fourteen, and they bravely agreed to sign a petition to the school commissioner, V. M. Peyton, asking for a half holiday. The committee of three was appointed and hurrying up town with their written Declaration of Independence, soon found the commissioner. Reading it he broadly smiled and informed the boys that they could have a half holiday. The girls learning of this movement also asked for the same privilege and for the first time the public schools were closed on that day. That document if today preserved would be a considerable historical value; we have the names of the young patriotic signers, namely, Richard V. Chadd, John Gillony, William Pearsall, Will Joiner, Ed Biven, Fred Mingers, Charles Bray, Fred Pennington, Charles Williams (ex-Mayor), John Dallas, Sidney Sutherland and Fred Leffler.

May Day Celebration

        The happiest of school days was the May day celebrations from '54 to '62. It was the time of which Tennyson sung in his beautiful poem, "The May Queen." "You must wake and call me early, mother dear, Tomorrow It'll be the happiest time of all the glad New Year. Of all the glad New Year the maddest, merriest day, For I'm to be queen of May, mother, I'm to be queen of the May." The first celebration was held May 3, 1854. The 240 children, 100 of them girls, assembled at the Female Academy on San Joaquin Street and after marching along Main to Center to Weber Avenue to the court house, were there taken in carriages and wagons to Bowen's ranch where the celebration was held. The 66 conveyances comprising buggies, wagons and drays were furnished free by the citizens. Every vehicle in the town was put into use to carry the friends to the grounds on the Lower Sacramento Road, just across the Calaveras River. Then came the crowning of the queen, the children by vote the previous day having chosen as queen Mary Buffington, whose father was city superintendent of schools. There was an address by Thomas Moore, later city assessor, an oration by Jack Brady and a poem by Delia Dwelly.

        A second celebration and crowning of a Queen was given May 1, 1855. Great interest was taken, and as the children, some 300 in number, marched the streets, the bells were rung and the cannon fired. It was a beautiful scene, the girls dressed in white, bearing bouquets of flowers, and the boys in black carrying flags. Each school was preceded by a beautiful banner, carried by a lad, with two attendants, and in the floral car, drawn by a pair of bays, sat the Queen. Delia Dwelly (afterwards the wife of R. E. Wilhoit), with Ellen Meader as Lady Hope, and Maggie McLelland as crowner. Marching behind the car was the maids of honor, Elizabeth Manning, (Mrs. Trueman, the kindergarten teacher), Julia Baine, Alice Davis, Anna Walls, Annette Parker, Mary M. Buffington, Cecelia Henderson (Mrs. Gray, deceased), Lucy Lord, Matilda Brown, Mary Coates and Mary Vobbe, and the Floras, Ada Parker, Marie Westbay, Kate Baine, Florence Leffler (Mrs. Lathrop, deceased), Esta Blackman, Ada Van Valkenburg, Caroline Owens, Clarinda Sarles, Emma Davis and Mary Burnett. The streets were filled with people hurrying to the grove near the asylum. Jesse Perkins delivered the salutatory address. After the coronation of the Queen, songs were sung, and games and dinner occupied the time till 4 o'clock, when the closing exercises took place, the following lines being spoken by Cecelia Henderson: "Gentlemen, our kind directors, We, our gratitude would show, For this day of mirth and pleasure, And to those who made it so, 'Tis a kind and noble nature. That can throw aside all care—Every thought of mighty business, In our children's sports to share." The children then marched back to town, too tired to accept the offer of the theatrical manager to attend the performance that night.

        The excitement over the acts of the Vigilance Committee seems to have absorbed all interest, and children's festivals were out of mind until 1858. In that year a picnic was held in the grove near the residence of Charles F. Whale, and the schools marched to the grove under the escort of the Stockton Blues. The company was then under the command of its newly elected captain, P. E. Conner, and his cool judgment at that time prevented a terrible disaster. Old-timers will remember that across the slough at El Dorado Street was a long, rickety foot bridge, extending from Grissim & Durant's laundry on the south to Wagner's tannery on the north. As the soldiers and the children were crossing the bridge, the company keeping measured steps, the old bridge began to swing to and fro. "Halt !" commanded the Captain, and he stopped the entire procession until the bridge was again motionless. Then giving the order, "Broken time, march !" they all passed over in safety. At the grounds speeches were delivered by Johnny Green, John Miller, Henry Daughtman and Walter Chittenden. One of the features was a dialogue, "The Paddy in France," by Charles Bray, Thomas Dillion and Richard Chadd. The refreshments must have been excellent, for the Blues got away with all the cake and pie, leaving the children the bread provided free by the bakers.

        The first of May, 1859, was stormy and the crowning of the Queen took place in a theater. The children with their banners flying marched to the music of Condy's band, and took their seats upon the stage, which was handsomely decorated with garlands of flowers generously provided by Captain Weber from his garden, the stage center being occupied by the Queen's chair. Matilda Brown as Queen of May was crowned by Nannine Underhill, Maria Westbay presenting her the scepter in a pleasing address. Recitations and songs were given by several girls and boys, and the teachers. Miss Lucy Grove, Mrs. Paine and Messrs. Gibson and Thaxton, were highly complimented for the good work of the children. The next morning the children were escorted to the picnic grounds by the Turnverein and Stockton Blues, and Rev. William Anderson of San Francisco gave an address.

        In May, 1861, the public schools held their last picnic in the grove on Park and Sutter streets. The boys, dressed in white trousers and dark jackets, assembled at their school rooms on Center Street, and led by the band and under the escort of the Stockton Blues, they marched to the San Joaquin Street schools, where the girls, all dressed in white were assembled.

        On arrival at the picnic grounds, the cantata of "The Haymakers" was given under the direction of Professor Wilson, with Mary Ann Rowley, Nannie Underhill, Elizabeth Knowles and Artemesia Behan, in the solo parts. Following the cantata there were declamations by the boys.

        During the following four years there was little thought of picnics, for the terrible Civil War absorbed all attention. The children of the schools were occupied in giving concerts and entertainments for the benefit of the Sanitary Commission. One entertainment, "The Temple of Flame" in which Susie Crowell, who afterwards married Frank Wellington, was the Goddess of Liberty, netted over $400. After the close of the war, the public schools were too large to give picnics and the pleasant task was taken by the Sunday schools and fraternal societies.

        The patriotic days at present, including Lincoln day, Armistice day, McKinley and other days are far more numerous than in the days of yore. Then we had but three patriotic days, February 22, July 4 and Jackson's day, celebrated principally by the Southern Democrats, who worshipped General Jackson. Washington's birthday was celebrated in the grammar public schools and the afternoon of the previous day was given over to patriotic exercises. Washington's farewell address was read by the teacher or the best scholars, each pupil reading a section. The reading was interspersed with the singing of patriotic songs such as "America," "Columbia the Gem of the Ocean," "The Red, White and Blue" and the "Stars Spangled Banner," and the speaking of patriotic pieces. One of the favorite pieces of the young orators was Drake's address to the American Flag,

    "When Freedom from her mountain height

    Unfurled her standard in the air,

    She tore the azure robe of night

    And set the stars of glory there."

Another young orator always selected Casabi­anca.

"The boy stood on the burning deck

When all but him had fled,

The flames that lit the battle wreck.
Shown round him o'er the dead."

        During  the Civil War, each morning two or more patriotic, war songs were sung, but after war the patriotic spirit seemed to die out just as today. It was revived by the organization of Rawlins Post of the Grand Army of the Republic and the Woman's Relief Corps. The last named organization requested that the public schools have a daily exercise of saluting the flag. Then came the observance of Memorial Day. The flags of the city floated at half mast, then it was discovered that not a school­house in the city was provided with a flag. This neglect was now remedied. Flags were provided by the school board, and Memorial Day flag raising exercises were held in front of each building. At the Jefferson school the children marched from their room at the sidewalk and sang, "Flag of the Free." Then, at a given signal a boy and girl from each school room pulled the flag to his place, the children then singing, "Our Flag is There." Superintendent Barr then introduced F. J. Ryan, then truant officer, who delivered a short address. The grand marshal of the parade was Hays Nicewonger, assisted by Frank E. Dunlap. A portion of the route of the procession was along San Joaquin Street, and upon reaching the Washington building the Post halted. The children of the schools were assembled in front  of the building, and James E. Eaton, in behalf of the Woman's Relief Corps, then presented a flag to the school. The flag was received by Emanuel Wolf. Occasionally the public school children would form a part of the 4th of July procession, and they were one of the most pleasing features of the parade of July 4, 1876. following behind a triumphal car on which sat a number of school pupils, dressed in white and wearing sashes of red, white and blue, represented the thirty eight states. The scholars, each one holding a shield, bearing the name of the state they represented, were grouped around a pyramid on which was seated the Goddess of Liberty, represented by Abbie Garwood, Lila Moore-Westbay represented the goddess of peace. Nettie Van Valear, the goddess of justice, and Ada Moore-Buell, Columbia. The states were represented by the following young ladies, now several of them grandmothers. California, Susie Benton; Maine, Estella Simpson; New Hampshire, Hannah Kierski; Vermont, Ella Stevens; Massachusetts, Ruth Clifford; Rhode Island, Emma Hansel-Cadle; Connecticut, Nellie Debnam-Stiffler; New Jersey, Ethel Sperry; New York, Linda Saltz; Pennsylvania, Maude Southworth; Delaware, Mary Hillman; Maryland, Margaret Cunningham; Virginia, Emma Wagner; West Virginia, Nette Saltz; North Carolina, Bettie Colnon;  South Carolina, Mary Neumiller-Minta; Georgia, Mary Collins; Florida, Edith Wilson; Alabama, Nettie Allen; Mississippi, Maude Wiggin; Louisiana, Nellie Blossom-Moore; Texas, Florence Willey; Ohio, Ida Pierpont-Lehe; Indiana, Dora Wolf; Illinois, Rachael Arents; Kentucky, Ella Wiggin; Tennessee, Bessie Stewart; Arkansas, Birdie Hogan-Hale; Missouri, Anna Henceman; Minnesota, Lillie Cunningham-Confer; Wisconsin, Hattie Nicholas; Michigan, Laura Cross; Oregon, Maggie Clayes; Nebraska, Lois Clayes; Kansas, Ida Gallup; Nevada, Lizzie Perry; Emma Debnam represented agriculture. Eva Van Valear-Ladd, the arts and sciences, Will Hickman, the American Army; Wm. W. Westbay, the American Navy.

        In the public schools today there is no distinction as to race or color. But for nearly twenty years there was a color line and the negro and the Chinese were barred from the public schools. Although the Declaration of Independence declared "That all men are created equal," the South refused to accept that doctrine and held the negroes as slaves. Then came President Lincoln's proclamation of January 1, 1863, giving all negroes their freedom. The Southern men in San Joaquin held the same opinion as their brethren of Dixie Land. They considered the negro a slave and inferior to the white man. The constitutional amendment No. XV gave the negroes the right of suffrage thus placing him on an equality with the whites. But neither the President's proclamation nor the amendment to the Constitution could lessen the repugnance not only of the southern but of many northern men for the negro as a social equal. Hence the colored children were not permitted to enter the public schools until 1879.

        The colored citizens were anxious to give their children an education, and as early as 1861 opened a school in the African Methodist Episcopal church. The teacher probably was the pastor of the church. Sometime after this school was opened a great political change took place and the negro male became a citizen voter. The Republicans in power wanted their good will and votes. Captain Weber had deeded them a lot, a little schoolhouse was erected where now stands the Monroe school, and the board of education gave them $25 a month towards the teacher's salary. The balance of the amount necessary was made up by contributions from the negro taxpayers. It was a very difficult matter to obtain a white teacher, because of the prejudice against the race and the small salary, and for a time S. B. Serrington, a colored barber, taught the school. Then an old white lady named Turis was teacher, and she was almost ostracised by her friends because she taught the "nigger" school, but she was poor and needed the money. After a time the board of education appointed a Mrs. Wm. P. Shaw, a widow, to instruct the colored children. In less than six months there was trouble brewing, as the colored trustees did not like the teacher and they nailed fast the schoolhouse door.

Negro School Dedication

        After a time matters were satisfactorily adjusted and in April, 1868, Rev. E. P. Tappan, then pastor of the church, informed the public that "the new schoolhouse for the colored children will open Monday, April 27, with appropriate dedication exercises." On the day of dedication the building was crowded with both white people and negroes, including the board of education, N. M. Orr, Charles Belding, and H. T. Dorrance, the Revs. J. H. Giles of the Baptist Church, J. H. Maddux of the Methodist Church, E. J. Tappan and S. E. Read, colored pastors. The assembly was called to order by S. B. Sanderson and after a brief talk he presented the program of exercises, which consisted of prayer by S. E. Reed, singing by the children and short addresses by the visitors. The colored folks passed a resolution, thanking the board and Captain Weber for the warm hearted liberality and deep interest manifested by them in the progress of the school. The negro ladies then served refreshments.

        The appointed teacher was J. L. Sanderson. For some reason the colored parents wanted S. E. Reed as the teacher of the school, and they petitioned the board to that effect but they elected Sanderson, who was quite well educated.

        One of the pupils in the negro school was Emanuel Quivers, and his persistent efforts to enter the high school finally led to the discontinuance of the color line in the public schools. He was the son of a former slave and the father brought to California from Virginia by his master, soon purchased his freedom. Quivers was quite an intelligent man who had learned the blacksmith trade. Realizing the advantage of an education, he sent young Quivers to the district school near Waterloo, and then to the colored school. Graduating in time from the negro school, his father then engaged a special white teacher to instruct the boy in the higher branches. In time he received an education sufficient to admit him to a course of study in the high school. He applied for admission to the board of education, W. M. Baggs, I. V. Leffler, Rev. S. B. Morse, P. B. Fraser, M. S. Thresher, and I. R. Wilbur, and he was refused. The failure of the board to admit "an ambitious youth," as the Independent styled him, called forth from that paper October 10, '76, the statement, "He has endeavored in vain for a long time to prevail on the board to admit him to the high school, notwithstanding the fact he is on a mental equality with the most intellectual student of that institution, and his character and general deportment is beyond reproach." He wrote a letter to the paper and they declared that "The grammatical construction of the letter, its correct orthography and excellent penmanship, are an unmistakable guarantee of his ability and qualifications." George Ladd, the city school superintendent, strongly favored his admission, and after the board's refusal to admit young Quivers, Ladd easily obtained his admission in the San Francisco high school.

        The agitation caused by the Quivers' episode set the taxpayers to thinking, why they should pay out $1,200 a year for the special schooling of the colored children, and in the school board, August, 1877, M. S. Thresher, one of the directors, made a few pertinent remarks regarding its abolishment. The subject had been called up previously by the revolutionary movement of Wm. W. Baggs. In his resolution of May 30, "Believing it to be the duty of the board of education to economize as much as possible and thereby save to the city $920 a year which it cost for the schooling of about fifteen colored children as they could be schooled with the whites without inconvenience. Resolved, that the special school for colored children be closed at the end of the present term." The board laid the matter over for consideration at a later meeting, to learn what some of the parents of the children might say. A number opposed the drastic innovation, and they declared July 3, '77, "Your petitioners, D. L. Campbell, A. C. Paulsen. Joseph D. Peters, James W. Smith, Andrew Wolf, Wm. H. Hickman, Rudolph Gnekow, R. E. Wilhoit, Louis N. Hickman, Henry O. Southworth, Arthur Cornwall, Frank Stewart, George W. Melone, B. Howard Brown, and Wm. L. Dudley earnestly pray that your honorable board will indefinitely postpone the consideration of the preamble and resolution heretofore presented by Wm. Baggs." The resolution was indefinitely postponed for a time. Later in the year the color question was again brought up and two colored girls succeeded in getting into the highest grammar grade, and in 1879 the special colored school was abolished. Since 1890 five colored pupils have graduated from the high school, and in 1893 the first Japanese graduated, and several have graduated during the past ten years.

Music in the Schools

        "In compliance with the letter of the law," says Mrs. Hollenbeak in her chapter on music, "music has always had its nominal place in the schools of Stockton, although as a matter of fact, systematic and successful instruction in the subject has been introduced only within the past twelve years." From the foundation of the schools the children were taught school songs, provided the teacher could sing, but to my knowledge during the first fifteen years, not a teacher in the public schools, either male or female, could sing a note. They would get some of the oldest girls to lead the song. They sometimes sang the multiplication tables as set to music, ending each table with 5's to the chorus of Yankee Doodle. Another song was that of the names of the state capital, cities and their location to music. Among the old familiar school songs was "Hazel Dell," "Lily Dale," "The Huntsman's Song," "Pull Away, Brave Boys," and "Catch the Sunshine." In 1860 a fair tenor singer named Wm. Wilson came to Stockton from Knights Ferry, and opening a singing school was engaged by the trustees to instruct the children of the public schools in music. He taught what was known as the Lowell Mason do, ra, me, system, as against the old Italian system of teaching vocal music. The system, new then, was not a success, and years ago was rejected by first class teachers. Mr. Wilson visited the grammar school afternoons, twice a week, and gave instruction in "musical notation reading and class singing." He continued his work in the schools until 1863 when he returned to the eastern states. During this time he was a choir leader of the Baptist Church. After his departure there was no teacher of music in the schools until 1868. At that time a correspondent wrote, "Allow me to call the attention of our school directors to the necessity of having vocal music taught in our schools. The subject is of vital importance. Yes, gentlemen, let our children be taught to sing." Whether or not this was a boost for Professor George P. Newell I know not. He had located in Stockton, advertised for vocal pupils, and was engaged by the board to teach music in the schools at the munificent salary of thirty dollars a month. He was over seventy years of age, and not at all competent, so that lasted only about a month. In April, 1868, the board employed Louise Carr, a former pupil of M. J. Ryan, to instruct the pupils. She had a sweet soprano voice, was the soprano in the Presbyterian Church but had no experience whatever in teaching. However, she taught for some time before her death. At that time there was living in Stockton an ambitious young man named H. J. Todd. He came to Stockton about 1864 and joined the local militia company and the cornet band and was elected as choir leader of the Presbyterian Church choir. Elected as teacher in public schools, the Jefferson, I believe, and having a good baritone voice he brought the school up in vocal music. After the resignation of Miss Carr as music teacher Superintendent George Ladd induced Mr. Todd to take charge of the vocal music of the schools. In his instruction of the children in music, he accompanied them in all of their songs on the cornet. He also gave several entertainments with the children. The object was to purchase musical instruments, mostly pianos, for use in the schoolroom. The number of the pianos was gradually increased until they now have nineteen. Mr. Todd at this time was studying medicine, and after taking part with the children in the Centennial celebration, he removed to Oakland and entered a medical college.

        Todd was superseded as music teacher in the schools by a violin player named Emile Dreyfous. He came to Stockton in August, 1869, from Maguire's opera house orchestra to give lessons on the violin. He had no singing voice, so was not a success, resigning before the close of the term in 1878. About this time there was considerable excitement over the question of engaging a special teacher of music, and it became an issue in the election of school trustees. In the city election of May, 1889, the opponents of music elected two or three trustees and those favoring its continuance lost their strongest advocate, Superintendent George S. Ladd, who had held office for twelve years. He was defeated by S. P. Crawford, the Democratic nominee, a physician and an ordained minister. The strongest opponent of the teaching of music by a special teacher was B. F. Bagley. He was a good citizen but he had so little an appreciation of music that he said to me, "George, I don't know one note from another. I would as leave hear a dog howl as a woman sing." Before this time the school trustees had rescinded their order of no special music teacher and had elected George F. Jackson, a tenor singer of note and an able teacher and musical director. Bagley, however, was still hammering at his pet hobby, no special teacher, and at the end of the school term '81 he charged Jackson with marking the pupils too low in music, and when I. R. Wilbur moved that the matter be postponed a month, his motion was lost but the trustees aired their views. Wm. Woolsey opposed the teaching of music by a special teacher and as the law required instruction in music, the regular teacher should he compelled to do the work. John Yardley said he saw no benefit to the pupil in studying music, and the vote stood 3 to 3. Ladd had a deciding vote but as he was going out of office he refused to decide the question and called another vote. The second vote was 4 to 3 and music received a set back in the public schools for nearly twenty years. Professor Jackson, when asked how many of the teachers could teach music, replied, that of the twenty-nine only ten could teach it, and in one building three of the teachers "cannot even pitch a note." Fortunately for the children and the public in general we have had trustees during the past years who appreciated the fine arts, we now have in the public schools not only one special teacher in music but four of them, two in vocal and two in orchestral and brass band music. They do good work and the public are proud of their accomplishments.

        The Stockton Mail opposed not only the teaching of music but the teaching of writing by a special teacher. W. A. Houghton was engaged in the teaching of writing from 1873 until 1892, the time of his death. He was succeeded by Miss Letitia Summerville, a beautiful penman and a high school graduate of 1880. Some years later she married the drawing teacher, F. P. Meyers, and they moved to Oakland. The next teacher of writing was Frank A. Kent, elected in September, 1905. He had been a teacher in one of the county schools. The death of Wm. A. Houghton, April 15, 1892, caused a feeling of sorrow throughout the city, and especially among the school children, who greatly mourned his death. All of the flags on the school building were placed at half mast, and on the day of his funeral the board of education and over 700 children attended, accompanied by their teachers. The funeral took place from the Baptist Church, each child depositing a small bouquet upon the coffin. At the especial request of their beloved teacher each child at the cemetery dropped a steel pen into the grave. Mr. Houghton was fifty-six years of age, and the first and only teacher dying while a member of the public school department.

        Today the largest, finest and most prominent structures in Stockton are its public school buildings. In every part of the city you will find them, north, south, east and west, eighteen primary and grammar schools in which are instructed 6,777 children, with a corps of 261 teachers, and the pioneer of all is the little two-room brick school, now deserted, on Center Street. From the earliest days of public schools the never ceasing cry has been for more room. The census of 1859 showed 260 boys and 225 girls of school age of whom 413 received instruction during the year, although the average attendance was only 214. Such irregular attendance was due in great parts to the crowded condition of the school. So much greater was the demand for places than the seating capacity could supply that it became necessary to register applicants and establish the rule that any pupil who was absent four days forfeited the right of his seat and place. There was a continual cry for more school room but the council paid no heed to the cry until 1864. At that time some kindly progressive citizen set fire to the old shack, the Academy building, and the council were compelled to take some action towards building a new schoolhouse. In the report of the secretary of the schools trustees he suggested that a large building be erected. The trustees petitioned the council for $15,000 for the erection of a school and other expenses. Among these expenses was a debt of $3,500 on the Franklin building, drawing interest at 1 ½ per cent a month, and the back salary of Dr. Thomas Kirkland, grammar school teacher, of $143. The citizens cheerfully voted a bond issue of $15,000 and the Lafayete, a four-room brick building was erected on the site of the Academy building at a cost of $11,679. The total cost was $17,300, this including the fence, sidewalk, grading the play grounds, etc. This building had a large bell, which could be heard all over the city. It rested on a tower in a corner of the school yard, was made of pure copper, the donation of C. T. Meader, then known as the "copper king." The school was opened January 10, 1865, with four teachers in charge. Along in the '90s four more rooms were added to the main building, increasing largely the amount of school room, decreasing at the same time the playground space, none too large at first. Before the dawn of the new century there was talk of removing the schools, as the noise of wagons, the blowing of whistles and the continuous smoke from the water works on Hunter Street made it a very disagreeable location for a school building. Some eight years ago it was sold to a building corporation for a commercial building.

        In the meantime the babies grew into school age and there was the never ending cry "more school room." The school trustees rented three outside school rooms. One of these school rooms was the school where Mary Kroh had her private school, and this little room, twenty feet square, was packed with forty. children. There was at this time 1,265 children entitled to school privileges, and only nine school rooms to accommodate them. There was another bond issue in 1867 of $15,000 and in December, 1869, the original Washington school building was erected. Occupying a quarter of a block two of the lots were donated by Captain Weber and two were purchased. The building cost $20,627 and the entire cost was $25,724. It was a four-room building, the high school occupying two of the second-story rooms. In 1891 a third story was erected to accommodate the increased attendance of the high school students, making it an eight-room building. The removal of the high school pupils to their own high school building gave increased room to the lower grades and a few years ago, the third story was torn off and the building remodeled as we see it today.

        It was necessary to provide more school room in 1872 as at that time the suburbs on all four sides of the city were annexed to the municipality, this annexation bringing in the Vineyard, North and South school districts. To provide school rooms for the Vineyard district the board of education purchased four lots on Weber Avenue and Pilgrim Street at a cost of $1,600. They erected a four-room brick building at a cost of $17,144, the entire cost being $23,044. The trustees thought this a school location better than the site where stood the Vineyard school, but it soon proved to be a very poor location, for it faced the old city burial ground, and two years later the Copperopolis railroad became a continual nuisance with their bell ringing, whistle blowing, and switching cars up and down the track. The trustees named it the Jefferson in honor of the patriot who wrote the Declaration of Independence. The building is now known as the pre-vocational school. In one of these departments all of the school printing is done under a competent printer and they turn out good work. The new Jefferson building, located corner Lindsay and Sacramento streets, is a splendid large twenty-room building erected at a cost of $125,000. It is the largest school building in the city, accommodating 603 children in 1922. In 1873-'75 two four-room brick buildings were erected, both from the same plans, each building costing about $15,000. The first, named the new Franklin, was erected on the Center Street site. The Weber was built at the corner of Flora and Commerce streets and cost more than the first named, as the trustees purchased four lots of Dr. S. H. Fickett at a cost of $1,200 each. The annexed addition on the south known as the Homestead, next claimed the attention of the school board, and they erected a frame two-room building at a cost of $7,999. In 1880 a four-room brick was erected and named Grant, and in '88 four additional rooms were built, the building at present seating 186 pupils. Another military hero's name, John C. Fremont, was given a school building. In 1889, on Aurora and Fremont streets the trustees bought the property, four lots, of the Weber heirs, the generous donator of school property having passed on in 1882. In 1891 the Lincoln school building was erected on the Vineyard district school site, corner Ophir and Market streets, the property having been given to the district trustees by Captain Weber way back in the early '70s. In 1895 the school board erected a big three-story structure on the corner of El Dorado and Vine, which had come to their possession by the annexation of the North district. The El Dorado was the first building to have a basement furnace, lavatories, cloak rooms and assembly room, a thing now considered necessary in every school building. Some fifteen years ago the building was torn down much to the delight of the neighbors, for it was a fire trap for which it was feared it would some day burn down, burning to death hundreds of children. The property was sold to the Presbyterian Church some years ago and they have erected a magnificent church edifice. The splendid new El Dorado building, corner of North and Lincoln streets, is one of the largest and handsomest school buildings in the city, and with its additional eight rooms erected this year at a cost of $70,000 will seat 567 pupils. The first up-to-date building in architectural beauty and present school essential was not built until 1902 at a cost of $15,000. It is of the Spanish Mission style and called the Monroe, was located where stood the colored school.

        Could the school trustees of the pioneer days who erected the Franklin, Lafayette and Washington buildings believing them splendid schoolhouses now come to earth and see the present schools of education, their astonishment would be unbounded. They were progressive men those trustees, among them V. M. Peyton, Dr. George A. Shurtleff, Henry B. Underhill, H. S. Sargent, Charles Belding, L. M. Hickman, B. W. Owens, George S. Ladd and others, but the city was small, it was difficult to get money sufficient to pay the teacher's salaries so they were compelled to think in hundreds of dollars for school buildings, not thousands of dollars as today. As early as 1856 a school committee, all progressive men, was appointed to inquire into the subject of erecting a school building, but they reported adversely as the city was heavily in debt, the citizens were heavily taxed, there were streets to improve, bridges to build, and other expenses much more necessary than a school building. One of the school trustees of that day was Charles Grunsky, a well-educated German, and his son Ewald and daughter Lottie were two of the three first graduates of the high school; another son was a school trustee. Lottie Grunsky as soon as she graduated became an assistant teacher in the school, and later she developed as a splendid teacher in the primary grades. She was a patient, gentle, very lovable woman, and for over forty years she was a continuous teacher in the schools. Sad was her death; about to visit a school teacher friend in San Jose, she fell dead as she stepped from the train. In honor of her memory the trustees named the handsome school building erected in the spring of 1919 the Lottie Grunsky, at a building cost of $70,000.

        Beside the buildings already named there has been erected during the past twelve years, the Fair Oaks building, the Hazelton, named after the pioneer who taught the first school, the Jackson, increased to an eight-room building, the North, the McKinley, the Victory and the Burkett Acres building, as yet unnamed.

        Under the present splendid system of instruction in the public schools brought up to its present high standard by years of study and experience it is impossible to understand the difficulties under which the first teacher labored. First the general public and the majority of the parents gave no encouragement to any advanced education. They believed that instruction in reading, writing and arithmetic, was a sufficient education for any boy or girl. Spelling, geography and grammar might be taught, if the pupil desired and the teacher was willing to give instruction in those branches. Second, the assembling together of children of all nations, of various degrees of intelligence was another drawback, and children, twelve and fourteen years of age would be in the same class with children eight years old. Third, the indifference of the parents to education caused a like indifference in the children, and they attended school when they felt like it. The children were not always at fault for some teachers were very disagreeable. Irregular attendance was one of the evils of the day, and one superintendent reported of 474 children enrolled in the schools there was an average attendance of 240 only. Fourth, there was no uniform system of text books. All of the school books were imported from the east by steamer, and there were not two wholesale book stores in the state where books in quantities could be obtained, and often the teacher was compelled to teach one class in arithmetic from one author's work and a second class from another author's work. Each county had different text books and a Stockton book seller advertised that he had the school books taught in all of the counties. Then the teachers would change text books according to their own ideas or fancies, and I have known parents to purchase grammars by two different authors during a school year. Under such conditions advancement in education was an impossibility, and as Mrs. Hollenbeak says, "The education structure was reared in a somewhat haphazard manner, depending greatly upon the text books in the hands of the pupils and the teacher's ability."

        In the political change of parties in 1861 the Republican party came into power both in the city and county, and although there was but little improvement in the county schools, the city schools began an upward movement. The common council appointed as the board of education, Charles Belding, later the mayor of the city, Henry S. Sargent, afterwards a bank president, and George W. Tyler, elected county judge. They were all educated Massachusetts men and they resolved to conduct the Stockton schools according to the Boston school model, at that time credited with having the best public schools in the United States. The trustees demanded that the scholars must attend school regularly or the teachers know why. The doors of some of the school rooms were locked at nine o'clock, the opening school hour, and all tardy pupils or those absent from school the previous day must bring an excuse from their parents. Sometimes the boys wrote their own excuses and signed their parents name. Next the board demanded a uniform set of text books in the primary, intermediate and grammar schools as they were classified. This was a heavy tax on the parents, for school books were high in price and controlled by Eastern book sellers, and the tax was especially heavy if the parents had several children, some of them in the grammar schools. Now the state furnishes all text books at cost, printing the books. Another complete innovation was the instruction of the boys and the girls in one schoolroom, and under the same teacher. Up to this time they had been taught in separate schools. It was believed and it proved true that the children could be instructed together in one room at less cost, there would be better deportment, and the sex would emulate each other in their studies. Still another demand was for a better grade of teachers, both physically and mentally. The board believed that the teacher should set a good example for the children in neatness and dress as well as in morality. The state law of 1866 gave the board of education full control over all school affairs and made them a board of examiners to pass upon the qualifications of all applicants as teachers and issue teacher's certificates. Algebra, rhetoric, geometry and Latin were now taught in the grammar grades, if any pupils wished to take up those studies.

        A tall Yankee from Maine, named A. H. Randall, in 1867 was elected as teacher in the grammar school. He was nominated by school trustee George S. Ladd, and although having but a common school education, he was a natural school teacher and proved successful in every department from principal of the high school to the principal of the State Normal school. Mr. Randall introduced a new system of marking known as the percentage system. Before this time the teachers had been using various methods for inciting their pupils to study, such as book prizes at the end of the term, spelling matches and shorter hours for those pupils who had perfect lesson. Mr. Randall's method was to grade the pupils in their studies on a basis of 100% in their daily recitations, the estimate to be made at the close of each recitation. The new method of marking was adopted in all of the schools. It worked well for several years, but in 1874 dishonorable teachers began to cram their pupils so as to make a showing on the final examinations, and thus received credit for false teaching. The system was modernized to some extent but was entirely discarded in '09 and the A, B, C, D, E letter system introduced. A denoted a first class standing and E a complete failure. An incentive to the pupils to excel in their studies was given in 1893 by Dr. W. P. Hazelton, who at his death bequeathed $1,000 to the public schools to be placed at interest, the interest money to be used in the purchase of medals, for the most deserving scholars. In January 1916 the Jerome Levy scholarship was founded by his parents in memory of the son who died in September, 1915, while a member of the high school freshman class. It provided $100 annually for the needy boy or girl graduates of the high school who desired to attend the State University. The first one to receive the scholarship was Wm. B. Faulkner, who sold newspapers that he might obtain an education. He was a notable youth because of his hustle and energy. He entered the university and during vacation came right back, selling papers. He has now graduated as physician. In June, 1919, Mrs. Frank S. Boggs founded a scholarship in memory of her sister, Mrs. Lillian Cunningham Confer, a graduate of '86, the eldest daughter of Sheriff Cunningham; Bertil Holmsten was awarded the first medal.

A New School Era

        The election of James A. Barr, a former public school teacher, as superintendent, in October, 1891, "marked a new era in the public schools of Stockton." Mr. Barr declared in his report that for years past the course of study in the schools had been what might be called a "regulation course" the "course that considers the welfare of only the comparatively small number graduating from the grammar and high schools." More attention should be paid to the lower grades as the majority of the pupils leave school before their completion of the grammar grades. Changes were made in accordance with this idea, one of which was to eliminate one year's work in the primary grades and another change was to reverse the names of the grades, making the first the lowest grade and the eighth the highest grade. This was the stepping stone into the high school. In pursuance of his plan to improve the school work Mr. Barr introduced many changes and the teachers were requested to give each change a trial and note its good or bad effect. At the end of the three years the schools had practically been made over. The next step was to balance up the grade work and for this work a committee of twenty teachers were appointed as follows: Mrs. Rosa V. Winterburn, compiler of "The Spanish in the Southwest," Walter J. Kenyon, U. E. Taylor, Alice Smallfied, married and a school trustee, Adelaide Pollock, D. A. Mobley, now a Presbyterian minister, J. H. Wilkinson, Willis Lynch, now a bee propagator, Edward D. Hughes and D. W. Braddock, real estate dealers, Letitia Summerville, Emma Snapp, Alma Patterson, Dena Lottman, Wm. H. Murray, Mrs. Cora N. Bayley, Jessie M. Stringham, Belle Mitchell and Maude A. Southworth, who are still teaching in the schools. The work was completed in 1900 and published in pamphlet form as the "Outline of Studies." The compilation of this work was a splendid achievement and it brought the schools into much favorable notice by the press and the leading educators of the state, and the Journal of Education said it "was a notable contribution to educational literature." In 1904 an exhibition of the Stockton school work was made at the St. Louis Exposition, and so many requests were sent in for literature based upon the exhibit that a new and larger work was compiled. It was put in the hands of an eastern publisher and issued as "The Book of Stockton Methods." Mr. Barr is very proud of this work, and well he may be proud for it is in use in many of the best schools in the United States. James A. Barr was city superintendent of schools from 1891 until 1912 and he left upon them an impression of which any man might well be proud.

        Under the authorization of a law passed by the state legislature several years ago, there are now some two or three hundred district union schools in California, eight in San Joaquin County. At the time of the organization of the Stockton high school in 1869 there were less than a half dozen high schools in the state. Along about that time A. H. Randall conceived the plan of organizing a high school and with the encouragement of the board of education he planned a high school course of study. He asked many of his brightest, most ambitious pupils if they would take up such a course and they all agreed. In January, 1870, the Stockton high school began its forward progressive march with the following high school students, first class, Alice Mills, Lottie and Ewald Grunsky; second class, Elma Carter, John H. Wallace, James Littlehale, Stanton L. Carter, Wm. Terry, Wilbur T. Wenk, Sarah Randall third class, Carrie Kalisher, Ben Ely, Leon Cohn, Joseph W. Cavis, Viola Strawbridge, Armenia Oliver, Carrie Roesch, George Harkness, Samuel Terry, Lewis Noble, Charles Creanor, Martha Holdsworth, Emma Dyer, Etta Tinkham, Mary Keyes and Emma Curry. The public schools closed for the term, Friday afternoon, December 23, and the first class graduating exercises were held in the High school, Lafayette building, A. H. Randall, principal and S. D. Waterman, assistant. At the close the graduating class, Lottie Grunsky, Alice Mills and Ewald Grunsky, stepping upon the platform, were addressed by the Rev. B. E. S. Ely, and School Trustee H. T. Dorranee, the latter presenting the class with diplomas and a county teacher's certificate. Two years later Ewald Grunsky went to Germany to take a four year course in polytechnics and he returned to his native city in December, 1877, with the highest honors as a graduate from the University at Stuttgart, Germany. He is now classed with the best civil engineers in the state and has frequently been consulted by the Stockton city officials regarding engineering improvements.

        The high school work was divided into three classes then known as the junior, middle and senior classes in a three-year course. The studies included, chemistry, physics, rhetoric, mental philosophy, algebra, geometry, geology, botany and Latin, if the students so desired. One scholar only took up Latin. During the first ten years only seventy scholars graduated as follows: Class of '71, J. Herbert Wallace, Stanton L. Carter, James M. Littlehale, Eveline H. Woodbridge, Elma J. Carter, Sarah A. Randall; '73, George Harkness, Wilbur Wenk, Harry T. Compton, Carrie Kalisher, Armenia Oliver, Mary Keyes, Emma Curry, Carrie Roesch, Martha Holdsworth; '74, Frank Clowes, Kitty Crofton; 75, Mary Garvin. Minnie Harkness, Mary Inglis, Frank Kelsey, Mary Langworthy and Henrietta Hart.     During the closing exercises the class of '74 gave the following program: Chorus by class, "Heavy Billows"; declamation, "McCandliss Child," Frank Cloves; composition, "John Milton," Mary Inglis; select reading, "The Pipes of Lucknow," Carrie Cory  solo, "Silver Hair That Once Was Gold," Clara Stier; composition, "Life," Kitty Crofton; solo, "The Moon O'er the Mountain," Lou Elliot; declamation on "Blennerhassett," William Westbay; solo, "Sweet Sunshine," Lula Hogan; "Valedictory," Minnie Harkness; awarding diplomas, Superintendent George Ladd. Class of '76, Walter Boggs, William Bours, William Holden, Ada Boschen, Lulu Hogan, Nettie Hunt, Louis Elliot, Lincoln Ruggles, Will Smith, Clara Stier, Reel Terry, William W. Westbay, Hattie West, and Mary Woodbridge. The motto of the class was the mystic letters M. F. C.—Mysterious Fantastic Class, and at a reunion of the class in '78 at the residence of Dr. E. S. Holden the motto was wrought in red, white and blue colors arid hung upon the wall. The beautiful garden was hung with Chinese lanterns, and the evening was enjoyed, concluding with a banquet. The graduating class of '77 comprised Andrew Hoisholt, who later became one of the best insanity experts in the state, Carrie Brandt, James Garvin, Alma Clapp, Ida Bennett, Kate Garvin, Amy Kelsey, and Georgie Kelsey, Josephine Jacobson, Helen Myers, Nellie Smith, Edward Sedwich, and Emma Wallace. Class of '79, Carrie Berdine, Walter Bidwell, George Catts, later Mayor, Mary Elliott, John Garwood, Carrie Hart, Kate and Anna Russell, Nellie Smith, Lillian Tinkham, Fannie and Hattie Marks, and Frank West. Class of '80, Gertrude Elliott, Eugene Grunsky, Mamie Huggins, Cora Ralph and Jennie Winter. The largest class up to this time was that of '77, thirteen in number. The class of '85 was seventeen in number as follows: Elbert Smith, Maude H. Wiggin, Nellie L. Campbell, Frank Viebrock, Celia Crawford, Francis Cutting, Julia Gallup, Rachel Arndt, Abbie Bigger, Lizzie Doan, Fred P. Clark, Fred Wolner, Nellie Smith, Harry Lane, Lena Hilke, Helen M. Boschen and Ida L. Weller.

        Several of the teachers were high school graduates, for Superintendent Ladd insisted in giving them an opportunity. They taught in the schools for many years on their merits alone, and today, one of them, Lottie Grunsky, has been honored by having a school building named for her. They were as follows: Washington high school—A. H. Randall, S. D. Waterman, Mrs. E. J. Betts, Mary C. Russell, Lottie F. Grunsky, and Mrs. Sarah C. Harry. Lafayette—S. G. Dunbar, principal, Mrs. S. G. Hodgdon, assistant, Sarah Mills, Mrs. L. E. Benedict, Levenia M. Westbay, and Mrs. Celia Gray. Franklin—R. E. Glidden, principal, Mary V. McPhee, Elmer Carter, Mae Hennion, Josie Jacobson and Amy Russell. Jefferson—V. P. Prichard, principal, Harriet McConnell, May Esterbrook, Letitia Summerville, and Clara Stier. Weber—George Goodell, principal, Minnie Harkness, Isabel M. Paine. Jennie Hogan and Lillian Tinkham.

        The board of education of the high school. in using their best judgment in making the school more efficient and serviceable, have changed the course of study several times and added several special studies, which required the engagement of special teachers. This required a considerable outlay of money, and for the past twenty-five years there has been much complaint about the high school taxes. Today there are 75 teachers in the high school, expenses being in the neighborhood of $244,700 per year. This question of school tax was brought up in the city new charter committee in 1902 and one of the committee, and ex-mayor of the city, said: "There are too many isms' and I refer especially to the high school. If they received less money there would be less 'isms' and more good schooling." The difficulty was to adjust the school studies to fit those scholars who wished to go to the university and at the same time have a course of study that would lead to business or vocational pursuits. At the time of the ex-mayor's criticism, the school board had adopted what was known as a literary or scientific course, and industrial course. The course last named included commercial arithmetic, bookkeeping, stenography, typewriting, and manual training, all of which required special teachers. There was more complaint of the manual training and the pre-vocational work lately introduced, and yet the latter has been endorsed by the Chamber of Commerce, the Business Men's Club, the Advertising Club, the Merchants' Club, the Lions Club and Rotary Club, and they have appointed an advisory board to report the progress of this work. Another "fad," as many called it, was physical culture. It taught the pupils grace and motion and a love of the things beautiful. Is that a waste of money? The physical training class gave an exhibition of their work at the close of each school year, and it was a delight to hundreds of relatives and friends.

        The increased attendance of high school scholars compelled the planning of additional rooms, and to meet this want in 1891 the board erected a third story to the Washington school building. It comprised five rooms, the entire story being occupied by the high school classes. Ten years later they were again cramped for room, with 337 pupils enrolled. Fortunately at this time the state legislature passed a law creating what was known as "Union school districts" and providing annually a certain amount of money for each district. This enabled the Stockton High School board to see their way clear for the building of a high school. The first step towards the erection of a new building was a suitable high school site and the board of education, E. W. S. Woods, J. M. Kile, George Schuler, Ed. E. Tretheway and Mrs. L. Clare Davis, advertised for school sites. Then the real estate men got busy in looking for good fat commissions, and sixteen sites were offered. They varied in size from a half block to ten acres, and in price from $6,000 to $55,000. The board examined carefully all of these sites and their location for school purposes and it finally simmered down to two sites, the Collins seminary block, where now stands the Congregational Church and the ten acres belonging to Miss Julia Weber, where now stands the high school, which was then an orchard. The Collins block was offered for $30,000, although it was assessed for only $13,000, and the south quarter was low land flooded every winter. The Weber four blocks were offered by Miss Weber's agent, Robert Oullahan, for the same price as the Collins block and was four times the size and all high land. For some reason which is easily understood two of the board insisted on the purchase of the single block and the lady trustee entertained quite a number of "honorable" citizens one evening, they trying to induce her to vote for their friends' $30,000 graft. A poet says, "He is a fool who thinks by force or skill to turn the current of a woman's will." Fortunately for Stockton Mrs. Davis had carefully considered the future needs and growth of the high school, and friendship cutting no figure, she, E. E. Tretheway and George Schuler voted for the four-block site. It was a fine location only marred by a large residence on the southwest quarter of the block owned by the Rossi family, who refused to sell at any price.

        The next move was for the coin to erect the building. It appeared to be a hard job to tackle, for many persons disapproved of the proposition to build a large and expensive high school, but Superintendent James A. Barr said in answer, "I have heard some little complaint because we propose to build for the future. In answer to that let me say we propose to build for the future." The board then requested permission of the citizens to issue bonds for $150,000 for the building of a high school and other expenses, the bonds to run for twenty years. A movement for victory was splendidly worked up. The Chamber of Commerce had endorsed the movement with a promise to get behind it and boost, and the high school alumni association were in high glee over their proposed victory. A meeting was held in the city hall on the evening of April 24, 1901, presided over by Fred W. West, president of the Chamber of Commerce. Speeches were made favoring the bonds by Harry T. Compton, high school graduate of '73, Mrs. P. B. Fraser, '74, Mrs. John J. Numan, '75, William W. Westbay, '76, Dr. A. W. Hoisholt, '77, Louise Hilke, '73, J. M. Kile, '83, C. F. Hilman, '97, C. A. Farnsworth, '98, Joseph Binelli, '99, Byron Bearce, '01. The election was held April 29 at the Washington school with H. C. Holman as inspector and Fred Arnold and C. B. Wood as judges, and long before the polls closed victory was assured.

        The architects quickly responded to the call of the board for building plans, and fourteen sets were sent in by California and eastern architects. After considerable examination of the best plans, the three prizes, five per cent of the construction price, $500 and $200, were awarded to George Rushford, Stone, and Wright of San Francisco and Charles Beasley & Sons. The first and last named were located in this city. In accepting Rushford's plans it was agreed that if no contractor bid $100,000 or less the architect would give a bond for the construction of the building. There was not a bid below the stated amount and Rushforth constructed the building and lost money. Louis S. Stone's plans for the interior of the building were adopted, and during the past ten years he has been the architect for several of the new school buildings. Then came the proudest event in the history of the high school body, the laying of the corner­stone, April 18, 1903, in the northeast corner of the building. The board of education requested the Masons to lay the cornerstone and they cheerfully accepted the honor. The building was erected at a cost of $154,989 and completed in September, 1904; a fine reception was held on the evening of September 12, Dr. David Starr Jordan delivering an address in the fine large assembly hall. Only a few years ago a second school building was erected, and twice the school added during the past year. Now there is being erected at a cost of $80,000 a splendid large auditorium with a seating capacity of 2,400 persons.

Transcribed by Kathy Sedler